- Dean, Department of Education, College of Education, Srinivas University, Karnataka, India
The purpose of this study was to develop a viable survey questionnaire for assessing prospective teachers’ attitudes and perceptions concerning multicultural education issues, and to test the efficacy of the instrument for identifying attitude differences among the prospective teachers. If attitudes about multicultural education can be accessed through a questionnaire, the results may be beneficial for helping to prepare teachers to serve diverse student groups. The investigators assumed that prospective teachers with positive attitudes and opinions are more prone to behave appropriately and constructively in actual teaching situations involving students of diverse cultures, ethnic groups, backgrounds, abilities, economical levels, etc., and, generally, in dealing with multicultural issues in classroom settings. This demographic imperative has implications for teacher education programs.
Programs need to prepare teachers who can effectively instruct students of diverse backgrounds and cultures. A broader suggestion for teacher education programs is the need to prepare budding teachers to live and function in diverse communities and contribute to social prosperity at the national and global levels. The skills, attitudes, and knowledge learned through multicultural education are important for all students. Teacher educators play a contributory role in identifying and executing appropriate strategies for realizing multicultural education objectives. Therefore, teacher educators must identify ways of judging the effectiveness of the activities and programs they employ for the promotion of multicultural education.
Keywords: Multicultural attitude, teacher educators, multiculturalism, multicultural education, diverse culture and society
[This article belongs to NOLEGEIN Journal of Business Ethics , Ethos & CSRw(njbeec)]
1. Abdu’l Baha. The promulgation of Universal Peace. Wilmette, Illinois: Baha’I Publishing Trust; 1982.
2. Allport Gordon W. The nature of prejudice. MA: Addison-Wesley Publishing Company, Inc; 1954.
3. Baha’i Academy. Course h fostering personal development and social progress. module 6: promoting social harmony: A prerequisite for national development. Panchgani, India: Baha’i Academy; 2005.
4. Banks J. Approaches to multicultural curriculum Reform. Trotter Rev. 1989;3(3):17–9.
5. Balasooriya AS, UNESCO. Learning the way of peace: A teachers’ guide to peace education. [online]; 2001. UNESCO. Available from: http://education4resilience.iiep.unesco.org/en/node/574.
6. Cryer Debby, Thelma Harms, Beth Bourland. Active learning for threes. Menlo Park, CA: Addison-Wesley Publishing, Co; 1988.
7. United Nations Educational, Scientific and Cultural Organization, 2001.
8. Dhokalia RP. Eternal human values and world religions. New Delhi: National Council of Educational Research and Training; 2001.
9. Hagglund S. Developing concepts of peace and war: aspects of gender and culture. Peabody J Educ. 1996;71(3):29–41. doi: 10.1207/s15327930pje7103_2.
10. Henslin James M. Sociology: A down-to-earth approach. Boston: Allyn & Bacon; 1999.
11. Hudson Dale L. New tools for international understanding: a peace Education Curriculum for elementary school students. Hawaii: spark M. Matsunaga Institute for Peace, University of Hawaii at Manao, 1992.
12. Rousseau Nathan, rousseau, Sonya. Dr King’s giant triplets: racism, materialism, and militarism. In: Forcey LR, Harris IM, editors. Peacebuilding for adolescents. New York: Peter Lang Publishing; 1999. p. 17–33.
13. Rudolf Kalin. The development of ethnic attitudes. In: Samuda RJ, Berry JW, Laferriere M, editors, Multiculturalism in Canada: social and educational perspectives. Toronto: Allyn & Bacon, Inc; 1984. p. 114–27.NOLEGEIN Journal of Business Ethics, Ethos and CSR Volume 4, Issue 1
ISSN: 2581-5601 © MBA Journals 2021. All Rights Reserved 19a
14. Kreidler William J, Lisa Furlong. Adventures in peacemaking. Cambridge, MA: Educators for Social Responsibility; 1995.
15. Lantieri Linda, Patti Janet. Waging peace in our schools. Boston: Beacon Press; 1996.
16. Martin Mary Patricia Candace. Thematic unit: peace. Huntington Beach, CA: Teacher Created Materials, Inc; 1994.
17. National curriculum framework review. 2005. National Focus groups position papers national curriculum framework review (2009). National Focus groups position papers.
18. New Era Development Institute. The promotion of unity and concord: A compilation of statements from the world’s religion for moral education in schools and suggestions for Its use. Panchgani, India: New Era Development Institute; 2001.
19. Draft: education for peace. New Delhi: National Council of Educational Research and Training; 2005. 42 p.
20. New Era Development Institute. Educate these children. A teacher’s guide for pre-primary schools. Book four: peace education, character education. Panchgani, India: New Era Development Institute; 2001.
21. New Era Development Institute. Peace education activities for children: A teacher’s guide. Panchgani, India: New Era Development Institute; 2002.
22. New Era Development Institute. The promotion of unity and concord: A compilation of statements from the world’s religions for moral education in schools and suggestions for its use. Panchgani, India: New Era Development Institute; 2001.
23. Perry John A, Perry Erna K. Contemporary society. Boston: Allyn & Bacon; 2000.
24. Betty Reardon (ed.). Educating for global responsibility: teacher designed curricula for peace education, K–12. New York: Teacher’s College Press; 1988.
25. Bennett CI. Preparing teachers for cultural diversity and national standards of academic excellence. J Teach Educ. 1995;46(4):259–65. doi: 10.1177/0022487195046004004.
26. Haberman M, Post L. Teacher for multicultural schools: the power of selection. Theor Pract. 1998;37(2):96–104. doi: 10.1080/00405849809543792.
27. Sleeter CI. Preparing teachers for Cultural diversity and national standards of academic excellence; 1995.
28. Rost HTD. The golden rule: A universal ethic. Oxford: George Ronald; 1986.
29. Sudhakar, Sumathi, Jesudasan Usha, Muzaffer Fathima. Living in harmony: A course on peace and value education. Bk. 4. New Delhi: Oxford University Press; 2006.
|Received||March 3, 2021|
|Accepted||March 12, 2021|
|Published||March 25, 2021|